초록

AI-Helper

본 연구는 구성주의적 학습 환경에 적합한 평가 전략으로 참평가 방법과 즉각적 피드백을 제안하고, 그 효과성을 검증하는 것을 목적으로 하였다. 제안된 평가 전략의 효과를 검증하기 위하여 총 45명의 예비 교사들을 대상으로 실제 교수 학습물을 제작하는 학습 활동을 13주간 진행하였으며, 대상자들을 통제집단과 실험 집단, 두 집단으로 나누어 실험집단에 대해서는 실제 수행에 대한 참평가와 더불어 즉각적인 피드백을 제공하였다. 이러한 평가 전략은 참평가 방법을 즉각적 피드백과 유기적으로 연계하여 평가 내용이 수행과정 중에 학습자들에게로 바로 송환될 수 있도록 하기 위한 것이었다. 본 연구의 결과, 실험 집단의 최종 학업성취도는 통제 집단보다 유의미하게 높은 것으로 나타났으며, 이러한 결과는 구성주의적 학습 환경에 맞는 평가 전략을 활용함으로써 학습자들의 학업 성취도를 높일 수 있음을 시사한다.

Abstract ▼ AI-Helper

The totality and authenticity of assessment, encompassing students' learning processes and products, ran be a critical issue in a constructivist classroom. More authentic learning experiences should be provided and directly related to assessment in order to improve students' performance in the real ...

The totality and authenticity of assessment, encompassing students' learning processes and products, ran be a critical issue in a constructivist classroom. More authentic learning experiences should be provided and directly related to assessment in order to improve students' performance in the real world. In this study, a gap between the results of students' real performance during class time and the results of students' final achievement was identified. Authentic assessment was suggested as a way to close the distance of this gap. Through authentic assessment, students in a computer literary course were observed while they were completing their assignments and were provided with systematic and timely feedback. The final achievement score was significantly different between the two groups; observation without feedback about performance was provided to one group, but observation and immediate feedback were provided to the other group. The results of this study suggest that authentic assessment and immediate feedback focusing on students' learning processes may have a positive influence on students' products. For a complete assessment, learning process should be considered with learning product in a constructivist classroom.

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